Investigating the relationship between self-regulation and spiritual

See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/326710462 Investigating the relationship between self-regulation and spiritual intelligence of higher secondary school students. Article · July 2016 READS CITATIONS 317 0 1 author: Liyaqat Bashir Lovely Professional University 19 PUBLICATIONS   102 CITATIONS    SEE PROFILE Some of the authors of this publication are also working on these related projects: Teaching effectiveness of secondary school teachers in relation to their work motivation View project Educational Aspiration of Secondary School Students: Influence of School Environment and Parental Encouragement View project All content following this page was uploaded by Liyaqat Bashir on 31 July 2018. The user has requested enhancement of the downloaded file.

Indian Journal of Health and Wellbeing © 2016 Indian Association of Health, 2016, 7(3), 327-329 Research and Welfare http://www.iahrw.com/index.php/home/journal_detail/19#list ISSN-p-2229-5356,e-2321-3698 Investigating the relationship between self-regulation and spiritual intelligence of higher secondary school students Hilal Bashir and Liyaqat Bashir Department of Education, Lovely Professional University, Phagwara, Punjab The purpose of the present study was to explore the relationship of spiritual intelligence with spiritual intelligence and find out significant difference on spiritual intelligence and self-regulation among higher secondary school students. The methodology adopted involves descriptive survey method and involves research instruments and statistical analysis to arrive at the results. The results of the study revealed that significant difference was not found between urban and rural students on self-regulation. Significant difference was found between urban and rural students on spiritual intelligence. Finally significant relationship was found between self-regulation and spiritual intelligence of higher secondary school students. Keywords: spiritual intelligence, self-regualtion, school students Self-regulation is a cyclical process of cognitive engagement in spirituality can be described as a type of intelligence because it which purposive behaviour is planned, adapted and evaluated predicts adaptation and functioning and offers capability that (Butler & Winne, 1995; Zimmerman, 2000, 2001). Typically the facilitate persons to resolve troubles and accomplish goals whole process revolves the three or four phases it is depending upon (Hosseini, 2010). Gupta (2012) found that spiritual intelligence and the use different forms of cognitive engagement, which are usually emotional intelligence have positive and significant relationship ordered in time but which are not hierarchical, thereby allowing the with self-regulation and self-efficacy. Abdolahi et al. (2014) possibility of phases operating simultaneously and dynamically conclude that when students have better spiritual intelligence they (Pintrich, 2004). In recent years, there were some exciting have better self-controlling.After analyzing the review of related explorations related to how students can organize own nature, literature it was found that spiritual intelligence is directly or sources, and progress of their learning processes (Zimmerman & indirectly related with self-regulation. Schunk, 2001). Pintrich (2000) defined self-regulation as “an active and constructive process whereby students set goals for their Objectives of the study learning and then attempt to monitor, regulate, and control their cognition, motivation and behavior, guidedand constrained by their ● To study the differences on self-regulation and spiritual goals and contextual features of the environment”. Zimmerman intelligence of higher secondary school students. (1998, 2000) explained self-regulation is cyclical process involving three stages. The first stage, forethought, occurs when learners ● To examine the relationship between self-regulation and spiritual prepare for performance; stage two, performance/volitional control, intelligence of higher secondary school students involves attention and action; and the final stage of self-reflection occurs when learners review their performance toward the goal, Hypotheses of the study making adjustments to their strategies as necessary. From this theoretical perspective, those who are highly self-regulating tend to ● There exists no significant difference between rural and urban set proximal goals, monitor progress toward those goals, and employ higher secondary school students on self-regulation. new strategies as needed when progress is insufficient. ● There exists no significant difference between rural and urban Spiritual intelligence refers to the ability to access, express and higher secondary school students on spiritual intelligence. process spiritual information. Spirituality may be conceptualized in cognitive-motivational terms to represent the set of adoptive skills ● There exists no significant relationship between self-regulation and resources that facilitate problem solving and goal attainment and spiritual intelligence of higher secondary school students. (Sisk, 2002; Wolman, 2001). The construct spiritual intelligence was developed by Danah Zohar in her book “Rewiring the corporate Method brain”. Spiritual intelligence (SQ) can commonly be connected with psychological health, while some forms of spirituality may be The nature of the study is descriptive-correlational research having dysfunctional or pathogenic. When spiritual beliefs promote denial self-regulation as dependent variable and spiritual intelligence as and projection and contribute to fear and conflict; they can be independent variable. destructive and seriously problematic (Parthasarathy, 2007).The Participants Correspondence should be sent to Hilal Bashir Department of Education, Lovely Professional University The sample of the study consisted of 300 higher secondary school Phagwara, Punjab students from two districts (district Kulgam and Shopian) of E-mail: [email protected] Kashmir division of Jammu and Kashmir.Rural and urban students were selected as a sample with equal distribution of 150 rural and 150 urbanby using simple random sampling technique. Instruments Self-regulation scale: Self-regulation scale developed by investigator consists of fifty two items and each item having five

BASHIR AND BASHIR/ INVESTIGATION THE RELATIONSHIP BETWEEN 328 alternatives i.e. always, frequently, sometimes, rarely and never.The in table 2. The result showed that there is significant difference responses of the subjects were assigned numerical values, ranging between rural and urban higher secondary school students. from 1 to 5. The responses are to be scored by awarding 5, 4, 3, 2, and Therefore the first hypothesis of the study, which was stated that 1. Negative statements were scored vice-versa. All the statements “there exists no significant difference between rural and urban were positive except statement no.17, 25 and 30 (negative higher secondary school students on spiritual intelligence” stands statement). rejected. Spiritual intelligence scale: Spiritual intelligence scale prepared by Table 3: Summary of Pearson correlation coefficient between self- Mishra (2014) includes 42 items for the assessment of spiritual regulation and spiritual intelligence. understanding, belief, effort, outlook and reasoning. The responses of the subjects were assigned numerical values, ranging from 1 to 5. The data for the sample has been presented below in order to The responses strongly agree, agree, undecided, disagree, strongly evaluate significant relationship between self-regulation and disagree were given 5, 4, 3, 2 and 1 weight age respectively. spiritual intelligence scores, Pearson correlation coefficient has been applied and results were presented in table: Procedure Type of variables N 'r' Result The rural and urban students, who were studying in Secondary School of different areas in Kulgam and Shopian District of Kashmir, Independent Spiritual 300 .437** Positive were randomly selected &Self-regulation scale developed by correlation investigator and spiritual intelligence scaledeveloped by K. S. variable intelligence Mishra (2014)was given& data was collected. The obtain data form 150rural and150 urbanstudents were analyzed with the help of t-test Dependent variable Self-regulation and Pearson coefficient of correlation. **Significant at 0.01 level Results As the results of the table 3 revealed, Pearson correlation coefficient is .437**between these two variables. It can be After the data was accumulated and processed by SPSS-20 version interpreted that there is significant relationship between self- software, the research hypotheses were analyzed by usingt-test and regulation and spiritual intelligence. So the hypothesis, which was Pearson coefficient of correlation. The results are presented in stated that” there exists no significant relationship between self- following tables: regulation and spiritual intelligence of higher secondary school students” stands rejected. Also the result of relationship indicated Table 1: Summary of t-test for comparing rural and urban students' that self-regulation and spiritual intelligence is positively correlated. scores on self-regulation This means that as much as the student's spiritual intelligence, their self-regulation will be increased. The locality wise data for the sample has been presented below and in order to find significant difference between them on self- Discussion regulationscores, t-test has been applied and results were presented in table: The study has been done to investigate the differences on self- regulation and spiritual intelligence among rural and urban higher Group N Mean S.D t-value Result secondary school students. As can we seenfrom table 1, the results showed that there is no significant difference between rural and Rural 150 175.40 37.505 1.271 Not significant urban students on self-regulation. In other words, rural and urban Urban 150 170.43 29.718 students does not differ significantly on self-regulation. Main reason for this type of result is that self-regulation is a personal The results of investigating the difference between rural and urban phenomenon, it does not influenced by the locale of the students. student's scores on self-regulation have been presented in table 1. The results showed that there is not any significant difference Table 2 shows significant difference between rural and urban between rural and urban students. Therefore, the first hypothesis of higher secondary school students. The mean value reflects that rural the study, which was stated that “there exists no significant students scored higher than urban students. The reason for this type difference between rural and urban higher secondary school students of result is rural students were less materialistic than urban students on self-regulation” stands accepted. because rural students have more ability to contemplate critically on meta-physical issues and ability to expand their consciousness to Table 2: Summary of t-test for comparing rural and urban students' attain spiritual state in comparison to urban students. scores on spiritual intelligence As the results of table 3 revealed, that Pearson correlation The locality wise data for the sample has been presented below and in coefficient is 0.437** between spiritual intelligence and self- order to find significant difference between them on spiritual regulation which is significant at 0.01 level of significance. It can be intelligence scores, t-test has been applied and results were presented said that there is significant positive relationship between spiritual in table: intelligence and self-regulation. The finding is consisted with findings of Gupta (2012). He found that there is positive and Group N Mean SD t-value Result significant relationship between spiritual intelligence and self- regulation. Main reason of this type of result is that spiritual Rural 150 154 .77 26.237 2.220* Significant intelligence has some kinds of compatibility and problem-solving Urban 150 147.99 26.618 behavior which includes the highest level of growth in different fields of cognitive, moral, emotional, interpersonal and so on. It *Significant at 0.05 level helps the individual having harmony with phenomena around him/her and achieving internal and external integration. In this The results of the investigation on the difference between rural and urban students' scores on spiritual intelligence have been presented

329 Indian Journal of Health and Wellbeing 2016, 7(3), 327-329 regards (Zohar & Marshall, 2000) believed that those enjoying high References level of spiritual intelligence are more flexible and they have higher level of awareness about themselves, ability to face problems, pains, Abdolahi, V., Yazdanbaksh, K., & Kakabarai, K.(2014).The Relationship between and overcoming them. Spiritual Intelligence and Resiliency with self-controlling of students. International Journal of Scientific Research,8(2), 01-06. Conclusion and implication Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical Significant difference was not found between urban and rural synthesis. Review of educational research, 65(3), 245-281. students on self-regulation. But significant deference was found between urban and rural students on spiritual intelligence. Rural Gupta, S. (2012). Spiritual intelligence and emotional intelligence in relation to self- senior secondary school students have higher spiritual intelligence as efficacy and self-regulation among college students. International Journal of Social compared to urban higher secondary school students. Significant and Sciences and Interdisciplinary Research, 1(2), 60-70. positive relationship was found between spiritual intelligence and self-regulation of higher secondary school students.Further, the Hosseini, M. (2010). A review study on Spiritual Intelligence, Adolescence and results indicate that development of spiritual intelligence can be Spiritual Intelligence, factors that may contribute to individual differences in considered as method for improving the self-regulation of the Spiritual Intelligence and the related theories. Journal of Social Sciences, 6(3), 429- students wherethey can use self-management plans to complete 438. independently tasks and take an active role in monitoring and reinforcing their own behavior. Pintrich, P. R. (2004).Aconceptual framework for assessing motivation and self-regulated learning in college students. Educational psychology review, 16(4), 385-407. Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge. Zimmerman, B. J., Boekarts, M., Pintrich, P. R., & Zeidner, M. (2000). A social cognitive perspective. Handbook of self-regulation,.Academic PressSan Diego, CA. Zohar D., & Marshall I. (2000). SQ (spiritual intelligence) the ultimate intelligence. London Boom. Connecting with our spiritual intelligences. Zohar, D. (1997). Rewiring the corporate brain: Using the new science to rethink how we structure and lead organizations. Berrett-Koehler Publishers.

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